Relevant bibliographies by topics / Hysical education and training

Academic literature on the topic 'Hysical education and training'

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Published: 26 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Hysical education and training"

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Ojeme, E. O. "Matching social roles with professional preparation in the undergraduate hysical education curriculum." International Review of Education 35, no. 1 (1989): 73–84. http://dx.doi.org/10.1007/bf00597685.

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Lee, Je-Haeng. "hysical Education Self-Evaluation and Teaching Strategies of Elementary School Female Teachers." Institute for Education and Research Gyeongin National University of Education 40, no. 3 (September 30, 2020): 31–52. http://dx.doi.org/10.25020/je.2020.40.3.31.

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Syaikhu, Ach. "Manajemen Pengembangan Kecerdasan Majemuk Melalui Metode Pemberlajaran Quantum Pada Anak Usia Dini." FALASIFA : Jurnal Studi Keislaman 9, no. 2 (September 2, 2018): 35–48. http://dx.doi.org/10.36835/falasifa.v9i2.117.

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Management in developing potential (plural intelligence) Early Childhood (AUD) is very important to do. Called Early Childhood, namely children aged 0-6 years. At an early age is a golden age (Golden Age) where during this period the child's process will experience development in itself, both hysical, intellectual, social emotional and language. An understanding of the importance of early childhood has an impact on current government policies. One of these policies is the Republic of Indonesia Law Number 20 of 2003 concerning the National Education system. Basically, almost every early childhood education institution has applied quantum learning ethods, a teaching method where each teacher will enter the world of students so that students feel comfortable and are not faced with the risk of failure in the learning process.
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Rancheiro, Telma, Maryse Guedes, and Manuela Veríssimo. "The role of child, maternal and household factors in the reported use of physical punishment practices by Portuguese mothers." Análise Psicológica 41, no. 1 (July 10, 2023): 29–40. http://dx.doi.org/10.14417/ap.2029.

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hysical punishment is the use of physical force to cause to body pain or discomfort, to correct children’s misbehaviour (Gershoff, 2008) and negatively impacts children’s development (Gershoff, 2002). To overcome limitations in the current state-of-art knowledge in Portugal, this study aimed to describe the maternal reports about the use of different physical punishment practices in the last year and to analyse the predictive role of child, maternal and household characteristics in the use of different physical punishment practices in the last year. A total of 289 Portuguese mothers of children aged 5 to 14 years completed the Escala de Crenças sobre a Punição Física (Machado et al., 2003) and the Inventário de Práticas Educativas Parentais (Machado et al., 2015). According to results, spanking child at the buttocks with the hand and slapping child’s hand, arm, or leg were the most reported punishment practices. Maternal tolerance toward physical punishment was the strongest and most consistent predictor of spanking child at the buttocks with the hand and slapping child’s hand, arm, or leg during the last year. Future cross-cultural studies may continue to explore the most used physical punishment practices and the characteristics that predict their use.
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Editorial Team, WER. "Education and training." Welsh Economic Review 12, no. 2 (September 1, 2000): 29. http://dx.doi.org/10.18573/wer.223.

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James, Philip N. "EDUCATION AND TRAINING." Information Systems Management 9, no. 2 (January 1992): 15–21. http://dx.doi.org/10.1080/10580539208906860.

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Wilson, Michael L. "Education and Training." American Journal of Clinical Pathology 118, no. 2 (August 2002): 167–69. http://dx.doi.org/10.1309/rv7d-3a2r-w9qh-wg0d.

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Chamberlain, Bruce, and Russell K. Portenoy. "Education and Training." Journal of Palliative Medicine 11, no. 9 (November 2008): 1180–81. http://dx.doi.org/10.1089/jpm.2008.9834.

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Higley, Kathryn A. "Education vs. Training." Health Physics 112, no. 2 (February 2017): 165–71. http://dx.doi.org/10.1097/hp.0000000000000622.

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Glick, Michael. "Education and training." Journal of the American Dental Association 141, no. 3 (March 2010): 240–42. http://dx.doi.org/10.14219/jada.archive.2010.0144.

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Dissertations / Theses on the topic "Hysical education and training"

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Carson, Debra Jester. "Electroneurodiagnostic Education and Training." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211979036.

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Hanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.

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Bae, Eul-Kyoo. "Perspectives of training evaluation among nuclear power training professionals and line managers." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1258727940.

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Tsang, Kwok-chun. "Vocational education and training in Hong Kong : a case study of a training centre of the Vocational Training Council /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811310.

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Brandt, Kari W. "Outdoor Leadership Development Training." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/326.

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This project aimed at developing a training program for the California State University, San Bernardino Student Recreation and Fitness Center’s Outdoors Program. The design and development utilized the five-step ADDIE instructional design model along with concepts of experiential and outdoor education. After an analysis of the needs of the Outdoors Program at CSUSB, a thorough process of design, development, implementation, and analysis was used to provide an introductory training program for those interested in becoming outdoor leaders. With personal knowledge gained thorough a review of literature, combined with prior in-depth content knowledge, a training program was developed. Since different leadership needs exist within each outdoor education program, this project focused on the specific needs of CSUSB Outdoors. It is recommended that this outdoor leadership development program continue to be presented to more students, incorporating a self-assessment to gain a better understanding of the trainee’s growth through the program. It is also recommended that continuing education opportunities are developed and provided to the trainees as they become outdoor trip leaders and continue to develop their leadership skills. In conclusion, the training provided in this experiential educational program serves as a valuable training program for the needs of CSUSB Outdoors. This project outlines the design and development process used through the ADDIE model incorporating experiential and outdoor education knowledge gained in the literature review.
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Hallett, Matthew Gabriel. "Peak performance training." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4771.

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Peak performance is defined as an "episode of superior functioning" where an individual performs up to (and sometimes exceeds) their full potential (Privette, 1983, p. 1361). Most individuals do not consistently experience episodes of peak performance. After accounting for biological factors, motivation, and external constraints, the inability to achieve peak performance consistently is due to the challenge of successfully selecting and accessing knowledge and skills on demand while under pressure (Brown, 2009). This thesis describes the psychology of peak performance and skill training for peak performance. A peak performance training program is designed specifically for business professionals. The program was delivered to business professionals and a focus group was conducted to gather data on how to improve the training program. Grounded theory was used as the method of inquiry during data analysis. Results indicated that participants reacted favorably to the training content, training design, variety of training activities, and the training's applicability, but had unfavorable reactions to the training duration, comprehension of concepts, training materials, utility, and training conclusions.
ID: 030646215; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 108-114).
M.A.
Masters
Teaching, Learning and Leadership
Education
Applied Learning/Instruction
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Grimes, Lisa. "Social skills training in conjunction with parent training: The effects." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2660.

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The development of social skills in children is of primary importance in predicting a child's healthy development. Social competence in early childhood significantly predicts future academic achievement, health related outcomes, and self-efficacy in social situations in later life. Parent training has been shown to both reduce negative parenting styles and produce improvements in children's pro-social behavior. The current study compared the effects of social skills training in combination with parent training to determine the additive effects of a Social Skills Training (SST) program. Participants consisted of 27 families with children (ages 2½ to 6) randomly assigned to either a 5- ( n = 13) or a 10-week ( n = 14) intervention/control group. Parent reports yielded no significant treatment effects for either treatment condition, however observational measure showed a significant decrease in antisocial behaviors within the 10-week treatment group. Results also showed that addition of the SST program significantly reduced attrition. Implications and limitations are discussed.
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Serfontein, Michele. "Housing education and training in the general education and training band of the national qualifications framework." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52298.

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Thesis (PhD)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing approved more than 1,1 million housing subsidies. The recipients of these subsidies were first-time homeowners that did not possess the necessary knowledge and skills to make informed and responsible housing-related decisions, thus making them vulnerable to exploitation and creating complex problems that hamper the housing delivery process. The release of the National Housing Code during March 2000 announced that the South African Government had harnessed seven strategies that were aimed at providing housing to a growing low-income market that already exceeded two-and-a-half million households. Although the Government has attempted short-term solutions aimed at equipping these housing consumers with the necessary knowledge and skills to make informed and responsible housing-related decisions, initial research pointed to the need for a sustainable long-term solution in the form of education and training of the housing consumer. The aim of this research was three-fold: Firstly, to determine the knowledge and skills required by the housing consumer to be able to make informed and responsible housingrelated decisions. Secondly, to determine the status of housing education and training in the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased model that would facilitate the inclusion of the identified and refined housing education and training content into the General Education and Training (GET) Band of the National Qualifications Framework (NQF). A culturally diverse group of educators and practitioners participated in four national structured group meetings that were facilitated using the Nominal Group Technique (NGT). The aim of these meetings was to identify the knowledge and skills required by consumers to be able to make informed and responsible housing-related decisions. Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role- Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options" (TO) and "Types of Housing" (TH). The document analysis performed in the second phase of the research, revealed the paucity of housing education and training core concepts in the current curriculum of the GET and Further Education and Training (FET) Bands of the NQF. Housing education and training core concepts occurred in only 50% of the 318 core subject curriculums. Of the housing education and training core concepts that were present in these documents, less than 40% were rated as "relevant" and could therefore be used for housing education and training of the learners. An outcomes-based model was developed that can be used to facilitate the inclusion of the housing education and training content into the Foundation, Intermediate and Senior Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas, Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme Organisers, currently included in the new curriculum. Outcomes were then developed that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing education and training core concepts. The mastering of these 57 outcomes will reduce the ignorance of first time homeowners during the housing process and provide a sustainable, long-term solution to these problems .
AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en vaardigdhede besit wat benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem. Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn, volhoubare oplossing in die vorm van opvoeding en opleiding van die behuisingsverbruiker. Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum Raamwerk (NKR) sal bewerkstellig. 'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing" (RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of Housing" (TH). Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat. Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die leerders. 'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >- en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis, vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die '. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing vir hierdie probleme daarstel.
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Parish, Rodney L. "Online In-Service Training versus Traditional Training for Arizona Police Officers." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.

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Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.

The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.

The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.

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Kim, Sung Hae. "Development of praise education training program /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1701951801&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2008.
Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 190-193).
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Books on the topic "Hysical education and training"

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Kovačević, Bracko. Sport i razvoj: Sport za sve : zbornik radova. Banja Luka: Udruženje nastavnika i saradnika Univerziteta u Banjoj Luci, 2020.

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Illinois. Department of Employment Security. Education & training. Springfield, Ill.]: Illinois Dept. of Employment Security, 2007.

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Lawson, Tony, Tim Heaton, and Anne Brown. Education and Training. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-10685-8.

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Heaton, Tim, and Tony Lawson. Education and Training. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13883-8.

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Systems, BIS Applied, ed. Training and education. London: BIS Applied Systems, 1986.

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Training, Parity. Training and education. Wimbledon: Parity Training., 1995.

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Monahan, Jerome. Education and training. London: Foreign & Commonwealth Office, 2001.

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Commission of the European Communities., ed. Education and training. Luxembourg: Office for Official Publications of the European Communities, 1991.

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Rape Crisis Centre (Dublin, Ireland). Education and training. [Dublin: Rape Crisis Centre, 1994.

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Britain, Great, ed. Refugee education & training: Issues for further education. London: Further Education Unit, 1994.

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Book chapters on the topic "Hysical education and training"

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Kommers, Piet. "Teacher Training." In Springer Texts in Education, 339–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88903-6_23.

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Sinnadurai, Nihal, Ole Olesen, Pierluigi Civera, Malcolm Wilkinson, and Ivan Ring Nielsen. "EuroPractice Training — a Pan-European Infrastructure for Microelectronics Training." In Microelectronics Education, 173–75. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9506-3_39.

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Skivington, J. J. "Education and Training." In Computerizing Production Management Systems, 103–12. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-0427-9_10.

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Saunders, Robin L., and Mark R. Stultz. "Education and Training." In Springer Series in Rehabilitation and Health, 109–26. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-1907-6_6.

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Eckersley, Anna. "Education and Training." In Women, 38–46. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-12402-2_7.

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Todd, Margaret. "Education and training." In Concepts in community care for people with a learning difficulty, 163–76. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-12863-1_12.

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Baily, P. J. H. "Training and education." In Purchasing and Supply Management, 305–9. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-6902-6_18.

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Hall, Veronica. "Training and Education." In Inflammatory Bowel Disease Nursing Manual, 407–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-75022-4_43.

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Beck, Laurence H. "Training and Education." In Nephrology and Geriatrics Integrated, 227–29. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4088-1_22.

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Spenley, Paul. "Education and training." In World Class Performance Through Total Quality, 93–106. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4615-3484-6_9.

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Conference papers on the topic "Hysical education and training"

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Stamat, Michael L., and Jeffrey W. Humphries. "Training ≠ education." In the 14th Western Canadian Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1536274.1536308.

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Hilterman, Fred J. "Education and training." In SEG Technical Program Expanded Abstracts 1986. Society of Exploration Geophysicists, 1986. http://dx.doi.org/10.1190/1.1893111.

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"Education and training." In 2016 9th International Conference on Human System Interactions (HSI). IEEE, 2016. http://dx.doi.org/10.1109/hsi.2016.7529605.

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"Education and training." In Proceedings of UK Radiological Conference 2012. The British Institute of Radiology, 2012. http://dx.doi.org/10.1259/conf-pukrc.2012.9d.education.

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Mangahas, Paolo M., Diane Bodurka, Heather M. Brien, Joan John, Johan John, Shikha Bista, Ryan S. Udan, and Briana L. Mohan. "Trainee Career Outcomes Tracking: Postdoctoral Fellows at MD Anderson as a Case Study." In Research Education & Training. University of Texas at MD Anderson Cancer Center, 2023. http://dx.doi.org/10.52519/00104.

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Kaliská, Lada. "COUNSELLING SKILLS TRAINING VIA ONLINE TRAINING CENTER VERSUS TRADITIONAL TRAINING." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1719.

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Manore, Michael A. "Visualization education and training." In ACM SIGGRAPH 2008 classes. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1401132.1401257.

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"3 Education and Training." In 2021 14th International Conference on Human System Interaction (HSI). IEEE, 2021. http://dx.doi.org/10.1109/hsi52170.2021.9538637.

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Hay, E. "Basic education and training." In Fifth International Conference on `Electrical Safety in Hazardous Environments'. IEE, 1994. http://dx.doi.org/10.1049/cp:19940398.

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"Professional training and education." In Proceedings of UK Radiological Conference 2014. The British Institute of Radiology, 2014. http://dx.doi.org/10.1259/conf-pukrc.2014.training.

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Reports on the topic "Hysical education and training"

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Mincer, Jacob. Investment in U.S. Education and Training. Cambridge, MA: National Bureau of Economic Research, August 1994. http://dx.doi.org/10.3386/w4844.

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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada310831.

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ADA JOINT PROGRAM OFFICE ARLINGTON VA. DoD Ada Software Engineering Education and Training. Fort Belvoir, VA: Defense Technical Information Center, October 1987. http://dx.doi.org/10.21236/ada200766.

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Blimpo, Moussa P., and Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Bunnell, Wayne, and Darcy Bullock. Multimedia Techniques for Construction Education and Training. Purdue University, August 2017. http://dx.doi.org/10.5703/1288284316388.

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Baughman, Martin L., Delayne Hudspeth, David Kendrick, Sten Thore, and Ravindra Gajulapalli. Workstations in Education and Training. Phase 1. Fort Belvoir, VA: Defense Technical Information Center, July 1991. http://dx.doi.org/10.21236/ada238773.

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Bruce, W., B. Brisco, and C. Goodfellow. GlobeSAR-2 Education and Training Program Update. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2000. http://dx.doi.org/10.4095/219692.

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Burov, Oleksandr Yu, Svitlana H. Lytvynova, Сергій Олексійович Семеріков, Yuliia V. Yechkalo, Олександр Юрійович Буров, Світлана Григорівна Литвинова, and Юлія Володимирівна Єчкало. ICT for disaster-resilient education and training. CEUR Workshop Proceedings, September 2023. http://dx.doi.org/10.31812/123456789/7826.

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Abstract:
The 3L-Person 2022 workshop was held in Kryvyi Rih, Ukraine, on October 25, 2022. The workshop aimed to provide a platform for researchers and practitioners from different domains and regions, who are interested in exploring the opportunities and challenges of information and communication technologies (ICT) for lifelong learning and professional development. The workshop addressed various topics related to the design, development, evaluation, and application of ICT for education and training, such as personal learning environment design, advanced ICT for professional retraining and training in the workplace, blended and remote learning/teaching with emerging ICT, educational robots, databases and language technologies for open learning and research, ICT in education of a person with special needs, ICT in education safety and security, ICT-support of STEM education and professional career, and synthetic learning environment. The workshop featured 13 papers selected by a diverse and qualified program committee. The workshop also facilitated the discussion and networking among the participants,who shared their experiences and insights on the emerging trends and issues in this interdisciplinary field. This paper presents the theme, aims, topics of interest, program committee, accepted papers, and outcomes of the workshop.
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Tracy, Matthew W. Red Shift/Green Shift: Problems with Training and Education Command's Education Continuum. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada507212.

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Avis, William Robert. Women's Participation in Higher Education and Technical and Vocational Education and Training. Institute of Development Studies, April 2024. http://dx.doi.org/10.19088/k4dd.2024.002.

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This rapid evidence review collates available evidence on women’s participation in Technical and Vocational Education and Training (TVET) (focused on Middle East North Africa, Sub-Saharan Africa, and Southeast Asia regions) and impact on social and economic development. The review notes that overall, the existing literature on vocational training programs in the global south has important gaps. The limited evidence and variation of impacts found in available studies across the global south may partly be explained by differences in social, economic, and labour market conditions, existing skill levels of targeted groups, and training program characteristics. Despite these challenges positive impacts have been identified in the following areas: impact on poverty; impact on inequality and impact on social exclusion.
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